- \n
- Planning for Instruction and Assessment<\/li>\n
- Instructional Delivery<\/li>\n
- Assessment<\/li>\n
- Analysis of Teaching<\/li>\n<\/ol>\n<\/li>\n
- Dispositions\n
- \n
- Professional Commitment and Behaviors<\/li>\n
- Professional Relationships<\/li>\n
- Critical Thinking and Reflective Practice<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n
[\/et_pb_text][et_pb_text _builder_version=”4.4.7″]<\/p>\n
PreCPAST<\/h3>\n
Cooperating teachers are required to complete two PreCPAST forms \u2013 one at the end of the first term of student teaching and one at the end of the second term of student teaching.<\/p>\n
The PreCPAST form is similar to the CPAST form, but involves fewer measures and lower performance expectations.<\/p>\n
[\/et_pb_text][et_pb_text admin_label=”Process” module_class=”aks-ctt-process aks-ctt-process-cpast” _builder_version=”4.4.7″]<\/p>\n
PreCPAST & CPAST Process<\/h4>\n
- \n
- \n
Observe the teacher candidate throughout the term.<\/strong><\/p>\n<\/li>\n
- \n
Fill out the PreCPAST (terms 1 and 2) or CPAST (term 3) rubric and submit it in TK20.<\/strong><\/p>\n
\nYou can view, download, and submit the PreCPAST and CPAST forms in TK20. Aim to complete the form approximately one week before the consensus meeting.<\/p>\n
The teacher candidate and university supervisor will also fill-out their own copies of the CPAST form.<\/p>\n<\/div>\n<\/li>\n
- \n
Participate in the consensus meeting with the teacher candidate and university supervisor.<\/strong><\/p>\n
\nOnce all three parties (cooperating teacher, university supervisor, teacher candidate) have completed the CPAST rubric, the university supervisor will schedule a meeting with you and your teacher candidate.<\/p>\n
At the meeting, the three of you will discuss scores on each section of the PreCPAST or CPAST and arrive at a consensus score. The university supervisor will enter consensus scores into TK20.<\/p>\n<\/div>\n<\/li>\n<\/ol>\n
[\/et_pb_text][et_pb_text _builder_version=”4.8.0″]<\/p>\n
The university supervisor will go over the CPAST process at the start-of-term meeting.<\/p>\n
[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Obs” _builder_version=”4.4.7″ animation_style=”fade” locked=”off”][et_pb_column type=”4_4″ _builder_version=”4.4.7″][et_pb_text _builder_version=”4.4.7″]<\/p>\n
Clinical Observation Feedback Form<\/h3>\n
Cooperating teachers are required to complete five Clinical Observation Feedback Forms \u2013 one in the first term and two each in the second and third terms.<\/p>\n
The Clinical Observation Feedback Form is shorter and less formal than both the PreCPAST and CPAST. The form is divided into three parts: (I) Rubric, (II) Goals, and (III) Strengths.<\/p>\n
[\/et_pb_text][et_pb_text admin_label=”Process” module_class=”aks-ctt-process aks-ctt-process-obs” _builder_version=”4.4.7″]<\/p>\n
Clinical Observation Feedback Process<\/h4>\n
- \n
- \n
Have a pre-lesson meeting with the teacher candidate.<\/strong><\/p>\n
\nMeet with the teacher candidate before the lesson to review their lesson plans and offer suggestions. Keep track of the pre-lesson meeting date as you’ll need to enter it in TK20.<\/p>\n<\/div>\n<\/li>\n
- \n
Observe the teacher candidate as they teach the lesson.<\/strong><\/p>\n<\/li>\n
- \n
Have a post-lesson meeting with the teacher candidate.<\/strong><\/p>\n
\nSet aside time either on the same day of the observation or soon after to debrief with your teacher candidate. Keep track of the post-lesson meeting date as you’ll need to enter it in TK20.<\/p>\n<\/div>\n<\/li>\n
- \n
Submit the completed Clinical Observation Feedback Form in TK20.<\/strong><\/p>\n
\nYou can view, download, and submit the Clinical Observation Feedback Form in TK20, or use the link below to download a blank copy of the form to fill out and later copy your responses into TK20.<\/p>\n<\/div>\n<\/ol>\n
[\/et_pb_text][et_pb_text _builder_version=”4.8.0″]<\/p>\n
\n\n
\n Action<\/th>\n Boys<\/th>\n Girls<\/th>\n<\/tr>\n \n Knowledge Questions<\/td>\n ![\"five](\"https:\/\/s3-us-west-2.amazonaws.com\/s.cdpn.io\/1997267\/tick-mark-five.svg\")
![\"one](\"https:\/\/s3-us-west-2.amazonaws.com\/s.cdpn.io\/1997267\/tick-mark-one.svg\")
<\/td>\n![\"three](\"https:\/\/s3-us-west-2.amazonaws.com\/s.cdpn.io\/1997267\/tick-mark-three.svg\")
<\/td>\n<\/tr>\n\n Comprehension Questions<\/td>\n ![\"two](\"https:\/\/s3-us-west-2.amazonaws.com\/s.cdpn.io\/1997267\/tick-mark-two.svg\")
<\/td>\n<\/td>\n<\/tr>\n \n Application Questions<\/td>\n ![\"four](\"https:\/\/s3-us-west-2.amazonaws.com\/s.cdpn.io\/1997267\/tick-mark-four.svg\")
<\/td>\n<\/td>\n<\/tr>\n\n Analysis Questions<\/td>\n <\/td>\n<\/td>\n<\/tr>\n\n Synthesis Questions<\/td>\n <\/td>\n<\/td>\n<\/tr>\n\n Evaluative Questions<\/td>\n <\/td>\n<\/td>\n<\/tr>\n\n Hand Raised<\/td>\n <\/td>\n<\/td>\n<\/tr>\n\n No Hand Raised<\/td>\n <\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n[\/et_pb_tab][et_pb_tab title=”Time Sampling” _builder_version=”4.4.7″]<\/p>\n
Time sampling is a method of recording what students and\/or the teacher candidate are doing at a certain point in time. With time sampling, the observer decides in advance that observation will take place only during specified time periods (for example, every 5 minutes or 1 hour per day) and records the occurrence of the specified behavior during that period only.<\/p>\n
Time Sampling Example<\/h4>\n
In this example, the teacher candidate’s behavior is tracked at 5-minute intervals. This might be useful information if a teacher candidate is wondering about time management or if lessons tend to run short or long. It helps us be more aware of how we spend our time.<\/p>\n
\n\n
\n Time<\/th>\n Action<\/th>\n<\/tr>\n \n 1:00<\/td>\n P<\/td>\n<\/tr>\n \n 1:05<\/td>\n P<\/td>\n<\/tr>\n \n 1:10<\/td>\n P<\/td>\n<\/tr>\n \n 1:15<\/td>\n M<\/td>\n<\/tr>\n \n 1:20<\/td>\n M<\/td>\n<\/tr>\n \n 1:25<\/td>\n H<\/td>\n<\/tr>\n \n 1:30<\/td>\n M<\/td>\n<\/tr>\n \n 1:35<\/td>\n I<\/td>\n<\/tr>\n \n 1:30<\/td>\n I<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Key<\/strong><\/p>\n
- \n
- P<\/strong><\/span> = Presenting<\/li>\n
- M<\/strong><\/span> = Managing<\/li>\n
- H<\/strong><\/span> = Helping<\/li>\n
- I<\/strong><\/span> = Individualized Instruction<\/li>\n<\/ul>\n
[\/et_pb_tab][et_pb_tab title=”Selective Scripting” _builder_version=”4.4.7″]<\/p>\n
Although it is impossible to capture in writing everything that is said during a lesson, we can selectively record elements of the lesson that are most relevant to an observational focus. We call this selective scripting.<\/p>\n
Selective Scripting Example<\/h4>\n
\n\n
\n Time<\/th>\n Teacher<\/th>\n Students<\/th>\n<\/tr>\n \n 12:50<\/td>\n \u201cIf you\u2019re ready, thumbs up.\u201d<\/td>\n [7 students put thumbs up]<\/td>\n<\/tr>\n \n <\/td>\n \u201c_____ is ready, _____ is ready.\u201d<\/td>\n [6 more put thumbs up]<\/td>\n<\/tr>\n \n <\/td>\n \u201cWe\u2019re going to look at words ending in \/ed\/ and \/d\/ today.\u201d<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n \u201cWhen do words have \/ed\/ or \/d\/ as their ending?\u201d<\/td>\n \u201cThey already happened.\u201d (Cody \u2013 hand raised)
\u201cIt was in the past.\u201d (Melissa \u2013 no hand raised)\n<\/td>\n<\/tr>\n\n <\/td>\n \u201cYes, \/d\/ and \/ed\/ tell us the action happened in the past.\u201d<\/td>\n <\/td>\n<\/tr>\n \n 12:55<\/td>\n [passes out text to each student, students get different reading levels of text]
\u201cPlease read your paragraph and highlight all the \/d\/ and \/ed\/ words.\u201d<\/td>\n[all students participating and highlighting (very quiet) working independently and silently]<\/td>\n<\/tr>\n \n <\/td>\n [monitors, walks around, checks in with 6 students]<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n \u201cNo, just circle the \/ed\/ and \/d\/ endings.\u201d<\/td>\n \u201cTeacher, like this?\u201d (Martin)<\/td>\n<\/tr>\n \n <\/td>\n [continues check-in, supports as needed]<\/td>\n <\/td>\n<\/tr>\n \n <\/td>\n [helps Chelsea find a few that she missed]
\u201cRead this sentence to me\u2026\u201d<\/td>\n[Chelsea reads the sentence, finds another \/ed\/ word]<\/td>\n<\/tr>\n \n 1:05<\/td>\n \u201cVicente \u2013 since you are done, you will start collecting highlighters.\u201d<\/td>\n [Vicente picks up highlighters]<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n [\/et_pb_tab][et_pb_tab title=”Seating Chart” _builder_version=”4.4.7″]<\/p>\n
The seating chart tool is perhaps the most simple tool to use. It is simply a blank piece of paper with a sketch of the classroom layout. It can be used to track engagement, participation, or movement.<\/p>\n
Seating Chart Example<\/h4>\n
This example shows what each student was doing at 5-minute intervals while working on an independent task.<\/p>\n
It might help a newer teacher better understand how students are functioning.<\/p>\n
![\"Diagram](\"https:\/\/assets.codepen.io\/1997267\/CTT_SeatingChart.svg\")
<\/p>\nKey<\/strong><\/p>\n
- \n
- A<\/strong><\/span> = At task<\/li>\n
- O<\/strong><\/span> = Off task<\/li>\n
- D<\/strong><\/span> = Different school work<\/li>\n
- N<\/strong><\/span> = Not in seat<\/li>\n
- T<\/strong><\/span> = Talking to others<\/li>\n<\/ul>\n
[\/et_pb_tab][\/et_pb_tabs][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Obs Tip” module_id=”lesson-4-2″ _builder_version=”4.4.7″ animation_style=”fade” animation_direction=”bottom” animation_duration=”500ms” animation_starting_opacity=”15%” custom_css_main_element=”margin-bottom: 2.5vw;” locked=”off” collapsed=”off”][et_pb_row admin_label=”Tip” _builder_version=”4.4.7″][et_pb_column type=”4_4″ _builder_version=”4.4.7″][et_pb_blurb use_icon=”on” font_icon=”%%175%%” icon_color=”#FFFFFF” use_circle=”on” circle_color=”#9f1d24″ use_circle_border=”on” circle_border_color=”#9f1d24″ use_icon_font_size=”on” icon_font_size=”50px” admin_label=”Tip” module_class=”aks-ctt-tip-box” _builder_version=”4.4.7″ body_font_size=”2.2rem” border_width_top=”10px” border_color_top=”#9f1d24″ border_width_right=”1px” border_color_right=”#c4c6c8″ border_width_bottom=”1px” border_color_bottom=”#c4c6c8″ border_width_left=”1px” border_color_left=”#c4c6c8″]<\/p>\n
Consider any of the sample data from this lesson. What do you notice that you would want to draw the teacher candidate\u2019s attention to?<\/p>\n
[\/et_pb_blurb][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=”1″ admin_label=”Lesson 4.2 eval” module_id=”lesson-4-2″ _builder_version=”4.4.7″ animation_style=”fade” animation_direction=”bottom” animation_duration=”500ms” animation_starting_opacity=”15%” locked=”off” collapsed=”off”][et_pb_row admin_label=”Evaluation Tools” _builder_version=”4.4.7″ animation_style=”fade” collapsed=”off”][et_pb_column type=”4_4″ _builder_version=”4.4.7″][et_pb_text admin_label=”Text” _builder_version=”4.4.7″ header_2_text_align=”center” locked=”off”]<\/p>\n
Evaluation tools<\/h3>\n
While the observation tools are about providing objective data, the following evaluation tools can be used to assess and provide subjective feedback to the teacher candidate.<\/p>\n
[\/et_pb_text][et_pb_tabs module_class=”aks-ctt-obs-tools” _builder_version=”4.4.7″][et_pb_tab title=”Three Column Chart” _builder_version=”4.4.7″]<\/p>\n
The three column chart is an easy tool to apply in the early stages of a working relationship. It\u2019s low-risk, acknowledges strengths, and provides feedback. In the three column chart, each column has a picture at the top that represent what’s working well, questions the observer has, and ideas.<\/p>\n
Three Column Chart Example<\/h4>\n
\n\n\n\ue030<\/p>\n
Works well<\/h5>\n<\/div>\n
\n- \n
- Room is inviting and well organized with clear areas for reading, supplies, calendar, etc.<\/li>\n
- Students attention is focused towards the front<\/li>\n
- I appreciate that you are using the microphone, it really makes a difference in the classroom<\/li>\n
- You are using praise to correct and reinforce behaviors<\/li>\n
- Students are participating and engaged while you are speaking<\/li>\n
- You are very consistent with having students raise their hands and modeling by raising your own hand<\/li>\n
- You are a natural at engaging students through simple things, e.g. close your eyes and 1, 2, 3<\/li>\n
- You noticed that they needed to move before writing the date, so you had them stand up and practice counting<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n
u<\/p>\n
Questions<\/h5>\n<\/div>\n
\n- \n
- I know you’ve mentioned this before, but have you thought of another way for students to earn filberts? It seemed like you did something different with the timing, makinng the reward closer to the action…<\/li>\n
- If you had to do the rock cycle lab in a remote setting, how do you think that could be adapted?<\/li>\n
- How might you turn the sprint into an assessment? Or do you think it works better as a group activity?<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n
\ue007<\/p>\n
Ideas<\/h5>\n<\/div>\n
\nWhen you called on a student for calendar and they got the response incorrect, you took a couple of seconds to reteach and gave them think time and then allowed them to answer again. This time they got it correct.<\/p>\n
This little exchange is referred to as \u201cNo Opt Out,\u201d where students know they are not expected to have the correct answer, but they will be accountable for the correct answer. This is a great strategy!<\/p>\n
Another way it can be done is: (1) Teacher asks question, (2) Student A answers incorrectly, (3) Teacher calls on another student, (4) Student B answers correctly, (5) Teacher goes back to student A and asks them to answer it again (letting them know that they are accountable for listening and that they will get it correct).<\/p>\n<\/div>\n<\/div>\n<\/div>\n
- O<\/strong><\/span> = Off task<\/li>\n
- M<\/strong><\/span> = Managing<\/li>\n
- \n
- \n
- \n